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Essay / Research Paper Abstract
A 4 page research paper that examines ESL instruction in Hong Kong. This investigation explores a few of the main factors that influence the teaching of a second language. Specifically addressed are the factors that affect students' learning of English in Hong Kong primary schools and what strategies teachers should adopt to assist and promote learning. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: D0_khkesl.rtf
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Unformatted sample text from the term paper:
following investigation explores a few of the main factors that influence the teaching of a second language. Specifically addressed are the factors that affect students learning of English in Hong
Kong primary schools and what strategies teachers should adopt to assist and promote learning. In their research study, McBride and Treiman (2003) investigated the influence that logographic instruction ("look
and say" method) has on acquisition of English as a second language (ESL) for kindergarten-age Hong Kong Chinese students. According to these researchers, one reason why Hong Kong children may
rely heavily on the logographic approach to reading English is because traditional Hong Kong pedagogy neglects the alphabetic principle (McBride and Treiman, 2003). In Hong Kong, children are taught to
read both Chinese and English via the "look and say" method, in which students are shown a character or word with the teacher naming it and then asking the children
to repeat the name. Little attention is paid to letter sounds or names within the word, as this instruction method emphasizes the holistic visual configuration (McBride and Treiman, 2003).
Even in regards to Chinese, Hong Kong students, as well as adults, exhibit poor phonemic awareness (McBride and Treiman, 2003). This is logical within the context of Chinese, as researchers
have shown that, in Chinese, there are many characters that do not fully encode pronunciation (McBride and Treiman, 2003). In other words, Hong Kong children primarily learn English in precisely
the same manner that they learn to read Chinese, which relies on instruction that focuses on memorization, rather than in developing decoding skills. Despite the fact that phonemic awareness is
not explicitly taught in Hong Kong schools, McBride and Treiman (2003) speculated that letter names and letter sounds may influence the way that Hong Kong children learn to read English.
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